6 F I S I O T E R A P I E MAART 1979 flexors, b u t fin g er flexors a n d e x te n so rs o f g ra d e s 0 - 3 . C lass 1C — L o w e r c erv ica l lesio n s w ith g o o d o r n o rm a l tric e p s , w ris t e x te n so rs a n d flexors, s tro n g fin g er flexors a n d e x te n so rs (g rad e s 4 - 5) b u t no in te ro sse i o r lu m b ric a ls o f fu n c tio n a l v alue. C lass 2 — F r o m b e lo w T / l level to T /5 level in c lu siv e — h a v in g n o u se fu l b a la n c e w h e n sittin g . C lass 3 — F r o m b e lo w T /5 to T /1 0 in c lu siv e — w ith a b ility to m a in ta in b a la n c e w h e n sittin g , ig n o rin g lo w e r a b d o m in a l m u sc le s o f n o n -fu n c tio n a l s tre n g th (g ra d e s 1 a n d 2). C lass 4 — F r o m b e lo w T /1 0 to L /3 in clu siv e . P o in t s c o re f o r lo w e r lim b s 1 - 20 in c lu siv e — tra u m a tic . P o in t s c o re f o r lo w e r lim b s 1 - 1 5 in c lu siv e — p o lio m y e litis . C lass 5 — B e lo w L /3 level. P o in t s c o re f o r lo w e r lim b s 21 - 40 in c lu siv e — tra u m a tic . P o in t sc o re f o r lo w e r lim b s 1 6 - 3 5 in c lu siv e — p o lio m y e litis . C lass 6 — P o in t sc o re fo r lo w e r lim b s 41 - 60 in ­ clu siv e — tra u m a tic . P o in t sc o re f o r lo w e r lim b s 3 6 - 5 0 in c lu siv e — p o lio m y e litis . C lasses 5 a n d 6 c o m p e te to g e th e r e x c e p t in sw im m in g . N o t e lig ib le f o r e n try in to in te r n a tio n a l c o m p e titio n . P o in t sc o re f o r lo w e r lim b s 61 a n d a b o v e — tra u m a tic . P o in t sc o re f o r lo w e r lim b s 51 a n d a b o v e — p o lio ­ m y e litis. A t th e S o u th A fric a n G a m e s a f u r t h e r class, C lass 7, h a s b e e n in tro d u c e d to a llo w c o m p e tito rs w ith m in im a l h a n d ic a p s to e n te r. T h is class in c lu d e s a th le te s w ith a p o in t sc o re f o r th e lo w e r lim b s o f 61 a n d a b o v e (tra u m a tic ) a n d 51 a n d a b o v e (p o lio m y e litis ). T h e m e th o d s o f m u sc le te s tin g a re th o se d e s c rib e d b y D a n ie ls a n d W o r th in g h a m (1972). M u scle s a re g ra d e d o n a 5 -p o in t system as fo llo w s: G r a d e 0 — T o ta l lack o f v o lu n ta ry c o n tra c tio n . G r a d e 1 — F a i n t c o n tra c tio n w ith o u t a n y m o v e m e n t o f th e lim b (trac e, flicker). G r a d e 2 — C o n tr a c tio n w ith v e ry w e a k m o v e m e n t th r o u g h o u t full ra n g e o f m o tio n w h e n g ra v ity is e lim in a te d . G r a d e 3 — C o n tr a c tio n w ith m o v e m e n t th ro u g h the c o m p le te jo in t ra n g e a g a in s t g r a v it y . . G r a d e 4 — C o n tra c tio n w ith m o v e m e n t th ro u g h the c o m p le te jo in t ra n g e a g a in s t g ra v ity a n d some re sista n c e . G r a d e 5 — C o n tr a c tio n o f n o rm a l s tre n g th th ro u g h fu ll ra n g e o f m o v e m e n t. T h e m u sc le g ro u p s c o n s id e re d in th is system of c la ssific a tio n , a n d th e m a x im a l p o in t sc o re fo u n d jn n o r m a l lo w e r lim b s, a re su m m a ris e d in th e tab le . J o in t M u s c le g ro u p L e ft leg R i g h t leg H i p F le x o rs 5 5 A b d u c to rs 5 5 K n e e A b d u c to rs 5 5 E x te n so rs 5 5 F le x o rs 5 5 A n k le E x te n so rs 5 5 P la n ta rfle x o rs 5 5 D o rs ifle x o rs 5 5 T o ta l 80 = 40 + 40 “ N o n - f u n c tio n a l ” m u sc le s, i.e. g ra d e s 1 a n d 2, are, h o w e v e r, n o t in c lu d e d in th e c a lc u la tio n o f th e p o i n | sc o re. \ V a rio u s fa c to rs o th e r th a n m u sc le s tre n g th a re also ta k e n in to a c c o u n t w h e n m a k in g th e final c la ssifica tio n . T h e s e fa c to rs a re p ro p r io c e p tiv e s e n s a tio n , sittin g b a la n c e , s p a s tic ity , d e fo rm itie s a n d a rth ro d e s e s , s tr a p ­ p in g , use o f o rth o s e s a n d tr a in in g e ffe c t/a th le tic a b ility . T h e I n te r n a ti o n a l S to k e M a n d e v ille G a m e s C lassific a ­ tio n G u id e (M c C a n n , 1974) gives d e ta ils o f h o w each o f th ese fa c to rs h a s a b e a rin g o f th e a b ili ty o f the a th le te a n d h o w th e y s h o u ld b e a ssessed in o r d e r to a c h ie v e u n i f o r m ity in c la ssifica tio n . T h e g u id e is d e ­ sig n e d to c o m p le m e n t th e official c la ss ific a tio n d e fin i­ tio n a n d sta te m e n t a n d h e lp s w ith b o th th e in te r­ p r e ta tio n o f th e o re tic a l a sp e c ts a n d th e p ra c tic a l a p p lic a tio n o f c la ssifica tio n . H o p e f u lly th is w ill lead to a u n if o r m c la ssific a tio n p ro c e ss th r o u g h o u t th e m a n y c o u n trie s w h ic h p a r tic ip a te in th e I n t e r n a tio n a l S to k e M a n d e v ille G a m es. References 1. D a n ie ls , L. a n d W o rth in g h a m , C. (1972) M u scle te stin g — te c h n iq u e s o f m a n u a l e x a m in a tio n , P h i la ­ d e lp h ia , W . B. S a u n d e rs Co. 2. M c C a n n , B. C a ib re (1974) l.S .M .G . C lassific a tio n G u id e fo r th e U se o f D o c to rs . 3. P o tg ie te r, 1. (1978) M e d ic a l R e p o r t on th e 1978 In te r n a tio n a l P a ra p le g ic G a m es. RIDING FOR THE DISABLED B E L IN D A S A M P S O N * 'n K o r l o o rsig v an die g e sk ie d e n is en d o e lste llin g s w o rd gegee. T e ra p e u tie se e ffe k t e w o rd g e n o e m en die v r y e ty d s o n fs p a n n in g w o r d b e k le m to o n . D ie o n tw ik k e - lin g in S u id - A fr ik a w o rd b e s k r y f. D ie v o o rd e le w ord o p g e so m en adresse in S u id - A fr ik a gegee. T h e c o n c e p t o f R id in g f o r th e D is a b le d e m e rg ed in th e e a rly 1950’s w h e n D a n is h b o rn M m e . L is H a r te l, se v e re ly d is a b le d b y p o lio m y e litis , w o n a s ilv e r m e d a l f o r D re ss a g e a t th e 1952 O ly m p ic s. T h is e n c o u ra g e d o th e rs to ta k e u p th e c au se fo r d is a b le d rid e rs a n d * C h a irm a n , S.A. R id in g f o r th e D is a b le d A s so c ia tio n . d u rin g th e m id d le 1950’s se v e ra l g ro u p s w e re s ta rte d in G r e a t B rita in , le a d in g to th e f o r m a tio n o f the R id in g f o r th e D is a b le d A s s o c ia tio n in 1969. T o d a y th e re a re o v e r 9 500 d is a b le d rid e rs in B r ita in a lo n e , a n d a s s o c ia te d m e m b e r g ro u p s e x ist t h r o u g h o u t E u ro p e , A m e ric a , C a n a d a , A u s tr a lia , N e w Z e a la n d a n d S o u th A fric a . T h e A s s o c ia tio n is a n o n -p ro fit-m a k in g o rg a n is a tio n a n d its a im is to p ro v id e rid in g fo r w h e e lc h a ir-b o u n d , c ru tc h -b o u n d a n d o th e r p h y s ic a lly d is a b le d p e rso n s a n d f o r so m e cases o f m e n ta l d isa b ility . T h e fo llo w in g ty p e s o f d is a b ility h a v e b e en a c c e p te d : c e re b ra l p a lsy , s p in a b ifida, d is s e m in a te d sc lero sis, m u s c u la r d y stro p h y , m u ltip le in ju rie s (in c lu d in g th a lid o m id e -in d u c e d d e ­ R ep ro du ce d by S ab in et G at ew ay u nd er li ce nc e gr an te d by th e P ub lis he r (d at ed 2 01 3. ) MARCH 1979 P H Y S I O T H E R A P Y 7 fo rm ities), m e n ta lly h a n d ic a p p e d , b lin d , d e a f a n d a u tis tic . W hy r id in g fo r th e d is a b le d ? T o o o fte n d isa b le d c h ild ren le a d o v e r-p ro te c te d , s h e lte re d liv es a n d m iss 0ut o n a c tiv itie s n o rm a lly e x p e rie n c e d b y c h ild re n . H orse rid in g is b o th fu n a n d re c r e a tio n fo r a ll c h ild ­ ren, a n d , c o rre c tly ta u g h t, c a n b e o f e n o rm o u s p sy c h o ­ logical a n d p h y sic a l b enefit f o r d is a b le d c h ild re n . F o r this re a so n it is v e ry im p o r ta n t t h a t in s tru c to rs h a v e the close c o -o p e ra tio n o f p h y s io th e ra p is ts a n d o c c u ­ p a tio n a l th e ra p is ts a n d , in th e case o f m e n ta lly h a n d i ­ c a p p e d c h ild re n , th e p re se n c e o f a m e m b e r o f staff o f the c e n tre c o n c e rn e d . T o q u o te M iss R o s e m a ry L a n e , P r in c ip a l o f the School f o r P h y s io th e r a p y in A b e rd e e n : “ P h y s io th e r a ­ pists h a v e a v ested in te re s t in a c tiv ity , p a r tic u la r ly w hen it lea d s to a p o te n tia l f o r r e c re a tio n . A c tiv itie s p ro d u c e d in th e p h y s io th e r a p y d e p a r tm e n t do n o t h a v e th e a b ility to p r o d u c e th e e n o rm o u s p o te n tia l f o r r e c re a tio n fo u n d in rid in g . W e s h o u ld try to e n a b le th e c h ild re n .and th e y o u n g a d u lts to ta k e t h e ir p la c e in th e com - \u n ity . A t its low est, R id in g f o r th e D is a b le d b rin g s ,ihe c o m m u n ity in c o n ta c t w ith th e h a n d ic a p p e d ; a t its h ig h est it e n a b le s th e h a n d ic a p p e d to c o m p e te a n d act n o rm a lly in th e c o m m u n ity on a p o n y . A t a n y level it te a c h e s all o f u s n e w sk ills a n d d isc ip lin e s . T h e c o n ta c t b e tw e e n th e tw o se c tio n s is in v a lu a b le . . .” R id in g is an a c h ie v e m e n t, h o w e v e r h a n d ic a p p e d the rid e r, a n d o u r m a in a im is to te a c h th e d is a b le d ch ild to r id e as w ell as h e is a b le to, w ith in h is lim ita tio n s . It may re s u lt in p h y sic a l im p ro v e m e n t, b u t th is is n o t alw ays p o ss ib le a n d s h o u ld n o t b e th e y a rd s tic k f o r m e a s u rin g p ro g re ss. C h ild re n w ith d is a b ilitie s su c h as a th e to s is a n d c e re b e lla r d y s fu n c tio n d e fin ite ly sh o w a n im p ro v e m e n t in b a la n c e a n d c o - o rd in a tio n . T h e p o n y p r o v id e s an u n sta b le b a se w h ic h re q u ire s th e c h ild c o n s ta n tly to a d ju s t h is b a la n c e in o r d e r to sta y in c o n ta c t w ith th e sa d d le. A ll b a la n c e re sp o n se s a re re la te d to c o r­ r e c tio n o f e r r o r a n d it is i m p o r ta n t f o r th e h e lp e rs to a llo w ju s t th e rig h t d e g re e o f in s e c u rity f o r e rro rs to o c c u r, b u t n o t so m u c h th a t to o m u c h te n s io n results. I t h a s b e e n sta te d th a t o n e o f th e m a in b e n efits fo r s p a stic rid e rs is to “o v e rs tre s s ” th e s p a s tic m u sc le s a n d let “ tire d n e s s ” o v e rc o m e th e s p a s tic ity . T h e r e is no d o u b t th a t rid in g giv es th e s e c h ild re n r e la x a tio n a n d p a re n ts a n d p u p ils th em se lv es o fte n c o m m e n t on h ow C onfidence a n d c o n tro l g a in e d a t rid in g sessions a p p e a r J c a r r y o v e r in to n o rm a l d a ily a c tiv itie s . M o tiv a tio n to w a rd s rid in g is, w ith few e x c e p tio n s, s tro n g a n d m a y also re s u lt in in c re a s e d m o tiv a tio n to w a rd s o th e r a c ti­ vities. H y p e r a c tiv e c h ild re n b enefit th ro u g h le a rn in g th a t th ey h a v e to c o n tro l th em se lv es b e fo re b e in g a b le to c o n tro l t h e ir p o n ie s , w h ils t th e th re e -d im e n s io n a l m o v em e n ts r e q u ir e d in r id in g h e lp so m e c h ild re n to re la te th e ir ow n b o d ie s to th e sp a c e a b o u t th em . A u tis tic c h ild re n te n d to b e v e ry p re o c c u p ie d w ith th em se lv es a n d find it d ifficult to re s p o n d to v e rb a l in stru c tio n . H o w e v e r, w ith re p e titio n a n d b o d ily g u id a n c e , p ro g re s s c a n be m a d e a n d a n im p o rta n t fa c to r is th a t th e y so m e tim e s do fo rm a tta c h m e n ts to w a rd s a p o n y o r h e lp e r: P s y c h o lo g ic a lly a ll these c h ild re n g a in confidence fro m p a r tic ip a tin g in a s p o r t n o r m a lly th e p ro v in c e o f th e a b le -b o d ie d a n d th e f a c t th a t th e y a r e b ro u g h t in to c o n ta c t w ith a d u lts a n d a d o le sc e n ts w h o a r e n o t in d a ily c o n ta c t w ith th e d isa b le d , w id e n s th e i r h o riz o n s . I n v o lv e m e n t w ith th e rid in g w o rld o p e n s th e d o o r to s p e c ta to r p a r tic ip a tio n a n d in te re s t in sp o rts such as sh o w ju m p in g , p o lo a n d h o rs e ra c in g , a n d th is a lo n e m e a n s . a lo t to th o s e n o rm a lly co n fin e d to th e ir Fig. 1. Two pupils from Eros School get to know their pony. w h e e lc h a irs a t hom e. In S o u th A fric a th e c o n c e p t o f rid in g f o r th e d is ­ a b le d is still n e w a n d th e first g ro u p w as s ta rte d in C a p e T o w n in 1974. T o d a y th e g r o u p is a n A s so c ia te d M e m b e r G r o u p o f R id in g f o r th e D isa b le d (U .K .) a n d th e r e a re o t h e r c e n tre s in P o r t E liz a b e th a n d D u rb a n . In K r u g e r s d o r p a g ro u p o f th e ra p is ts ta k e c h ild re n f r o m th e W e s t R a n d C e re b ra l P a ls y S c h o o l to a lo ca l rid in g school. T h e C a p e T o w n a s s o c ia tio n o p e r a te s fro m sta b le s in P h ilip p i w h e re th e y h a v e seven p o n ie s o f th e i r o w n a n d te a c h a n a v e ra g e o f 55 p u p ils p e r w eek. A t p re s e n t th e s e p u p ils c om e f r o m th e V ista N o v a C e re b ra l P a lsy S c h o o l, th e E ro s S c h o o l f o r C e re b ra l P a lsie d c h ild re n , S u n n y d a y C e n tre , th e S c h o o l f o r A u tis tic C h ild re n a n d th e M a ry K i jn S c h o o l f o r P a r tia lly D e a f C h ild re n . T h e A s s o c ia tio n is c u rre n tly n e g o tia tin g f o r p e rm a n e n t p re m ise s m o re c e n tra lly situ a te d , w h e re it is h o p e d th e y w ill b e a b le to in c lu d e th e b lin d a n d m e n ta lly re ta r d e d as well as th e m a n y c h ild re n a lr e a d y o n th e w a itin g list. T h e A s s o c ia tio n h a s tw o e x p e rie n c e d r id in g in s tru c ­ to rs, a te a m o f k n o w le d g e a b le h e lp e rs, d riv e rs a n d th e a d v ic e a n d a ssista n c e o f d o c to rs , o rth o p a e d ic su rg e o n s, p h y s io th e ra p is ts a n d o c c u p a tio n a l th e ra p is ts . T h e p o n ies a r e c a re fu lly se lec te d a n d s tric t sa fe ty m e th o d s o b ­ served. T h e r e is a c o m p re h e n s iv e T h ir d P a rty In s u ra n c e . C lasses f o r c e re b ra l p a lsie d c h ild re n a re ru n v e ry m u c h o n n o rm a l rid in g class lines. A ll lessons c o m m e n ce w ith e x e rc is e s b u t p u p ils w ill h a v e b e e n a ssessed, th e ir th e ra p is ts c o n su lte d a n d th e e x erc ises, w h ilst b a sic a lly th e u su a l r id in g e x e rc ise s, w ill h a v e b e en m o d ifie d to s u it e a c h c h ild ’s p a r tic u la r needs. A ta x ie s a n d m ild a th e to id s s ta r t a class b y p u llin g d o w n re a lly h a rd in to th e sa d d le, w ith th e fe e t in th e s tirru p s , to get p re s s u re d o w n th ro u g h th e s p in e a n d legs w h ils t all s p a stic q u a d rip le g ia s , d ip le g ia s a n d sp a stic q u a d rip le g ia s w ith a th e to s is sta rt w ith e x te n ­ s io n a n d r o t a ti o n e x erc ises, e.g. (i) B o th h a n d s stre tc h in g u p w a rd s in to th e a ir , p a lm s fa c in g w h ilst lo o k in g s tra ig h t a h e a d be- b e tw e e n th e p o n y ’s e ars. (ii) R o ta tin g t r u n k to le ft a n d r ig h t u n til th e ir s h o u ld e rs a re p a ra lle l to th e p o n y ’s sp in e , th e b a c k w a rd s h a n d flat on th e p o n y ’s b a c k ta k in g w e ig h t, n o t b o th a rm s f o rw a rd s in lin e w ith th e sh o u ld e rs as w o u ld n o r m a lly b e th e case. R ep ro du ce d by S ab in et G at ew ay u nd er li ce nc e gr an te d by th e P ub lis he r (d at ed 2 01 3. ) 8 F I S I O T E R A P I E M AAR T 1979 Fig. 2. H e lp e rs assist c h ild re n fro m V ista N o v a S chool w ith th e p re lim in a r y e x erc ises. A f t e r m o r e e x e r c i s e s a l o n g t h e s e l i n e s l e s s o n s p r o ­ c e e d n o r m a l l v . w i t h t h e c h i l d r e n l e a r n i n g lo c o n t r o l t h e i r p o n i e s a t a w a l k a n d t r ot . M o s t p u p i l s s t a r t w i t h t h r e e h e l p e r s — o n e l e a d i n g t h e p o n y a n d o n e o n e i t h e r s i d e o f t h e r i d e r b u t . a s a p h y s i o t h e r a p i s t in E n g l a n d c o m m e n t e d , " O n e s h o u l d j u d g e t h e s u c c e s s o f t h e g r o u p n o t b y t h e n u m b e r o f h e l p e r s o n e uses, b u t b \ t h e n u m b e r o n e c a n d o w i t h o u t ! " Ve r y f e w o f o u t p u p i l s n o w r e q u i r e m o r e t h a n o n e h e l p e r a n d m a n y c a n r i d e t h e i r p o n i e s a l o n e . A l t h o u g h a l w a y s c o n s c i o u s o f t h e n e e d lo h a v e e x p e r t p h y s i o t h e r a p y a d v i c e , w e n e v e r l o s e s i g h t o f t h e f act t h a t r i d i n g is r e c r e a t i o n l o r t h e s e c h i l d r e n a n d a l m o s t a l w a y s i n c l u d e m o d i f i e d g y m k h a n a g a m e s in t he l e s s ons . T h e c h i l d r e n o f t e n g o o n " o u t ” r i d e s a n d o n r a i n y d a y s w e try t o l e a c h t h e m h o w t o g r o o m a n d c a r e f o r t h e p o n i e s a n d t ack. T h e c h i l d r e n s ’ j oy a n d i n t e r e s t in r i d i n g is e v i d e n t in t h e i r s m i l i n g f a c e s a n d t h e e a g e r n e s s w i t h w h i c h t h e y a t t e n d e a c h s e s s i o n , a n d t h e b e n e f i t s c a n b e s u m m e d u p a s f o l l o w s : — (a) F u n a n d r e c r e a t i o n . ( b) A n o p p o r t u n i t y lo i m p r o v e b a l a n c e a n d c o ­ o r d i n a t i o n . s e l f - d i s c i p l i n e a n d i n d e p e n d e n c e , (c) E m o t i o n a l a n d p s y c h o l o g i c a l . (d) A s o c i a l m e e t i n g g r o u n d f o r c o m m u n i c a t i o n a n d p a r t i c i p a t i o n w i t h n o r m a l p e o p l e s h a r i n g a m u t u a l i n t e r e s t . (e) T h e o p p o r t u n i t y f o r c o n t a c t w i t h a l i v i n g c r e a t u r e — o n e o f t h e m o s t b e l o v e d b y all c h i l d r e n — t h e p o n y . Kij>. 3. A y o u n g diplej>ic d e m o n s tra te s h is skill. A n y o n e i n t e r e s t e d in f i n d i n g o u t m o r e a b o u t the A s s o c i a t i o n a n d its w o r k s h o u l d c o n t a c t : C a p e T o w n : S. A. R i d i n g f o r ( h e D i s a b l e d . P . O. Box 235. C ' o n s t a n l i a 7 8 4 8 : p h o n e : B e l i n d a S a m p s o n 02 I - 7 4 - 19 9 0 o r J o y F i n l a y 0 2 1 - 7 4 - 2 2 3 6 . D u r b a n : M a r i e D a w s o n a n d P a u l a P e l t z . S t o n y h u r s t R i d i n g S c h o o l . P. O. B o x 297. H a m m a r s d a l e 3700. K r u g e r s d o r p : Be t t v P r o u d f o o l . E l s p e t h R i c h a r d s o n or H e t t a M a l a n . W e s t R a n d S c h o o l f o r Ce r e b r a l P a l s i e d C h i l d r e n . P. O. B o x 792, K r u g e r s d o r p 1740, p h o n e 01 1-665- 1267. P o r t E liz a b e th : P o r t E l i z a b e t h R i d i n g f o r t h e D i s ­ a b l e d A s s o c i a t i o n . P. O. Bo x 15094. E m e r a l d Hill 6 011. O r g a n i s e r s : H e l e n S u n d e a n d A m b e r Ogden. K ef e ren c es 1. A n n u a l J o u r n a l o f t h e R i d i n g f o r t h e Di s a b l e d A s s o c i a t i o n ( 1952. 1975). 2. I r w i n - C a r r u t h e r s . S. H. . ( 1978) p e r s o n a l c o m m u m w c a t i o n . 3. P e a c o c k . G . F. a n d S a v e l i . S. Y. ( d a t e u n k n o wn ) , I n t r o d u c t i o n to R i d i n g f o r t h e D i s a b l e d As s o c i a t i o n . SKIING WITH CEREBRAL PALSIED CHILDREN EXPERIENCES IN SWITZERLAND H L S B F T H K O N G . M. D . * O nelei v in d in i;s m et ski v ir s e r e b r a id v e rh u n d e k in d e r s in S w i is e r la n d w o r d b e s k r y f. P r o b le m e w ar h in d e r s m et s p e s ijie k e x e b r e k e o n d e r v in d , w o r d b e k le n u o o n . a s o o k d ie o p lo s s in i’ s w a l aun d ie lip: g e k o rn b e !. O n ls p a n n in f: is d ie b e la n ^ r ik s le asftek e n v o r d e r in x en p r e s la s ie s w o r d a a n tie h a a !. * H e a d o f D e p a r t m e n t . U n i v e r s i t y C e n t e r f o r C e r e b r a l M o t o r D i s t u r b a n c e s , B e r n e . S w i t z e r l a n d . S p o r t h a s b e c o m e t h e m a i n r e c r e a t i o n a l a c t i v i t y of t he y o u t h of t o d a y . It is t h e r e f o r e p s y c h o l o g i c a l l y i m­ p o r t a n t t h a t t h e c e r e b r a l p a l s i e d c h i l d c a n a l s o take p a r t in s p o r t s a c t i v i t i e s . In S w i t z e r l a n d , s k i i n g is a n a t i o n a l s p o r t . Ea r l i e r c e r e b r a l p a l s i e d c h i l d r e n t r i e d to ski b u t g a v e up a g a i n b e c a u s e t h e y c o u l d n o t c o m p e t e w i t h ot her c h i l d r e n . C o u l d t h e y b e h e l p e d b y a s p e c i a l w a y of i n s t r u c t i o n ? F o r t u n a t e l y t h e S w i s s A s s o c i a t i o n f o r Sport R ep ro du ce d by S ab in et G at ew ay u nd er li ce nc e gr an te d by th e P ub lis he r (d at ed 2 01 3. )